Universal +: Physical and Sensory

The CYP has an audiological diagnosis of temporary:

• Mild conductive hearing loss

The CYP has an audiological diagnosis of permanent:

• Mild conductive hearing loss
• Mild sensorineural hearing loss
• Unilateral hearing loss
• Unilateral auditory neuropathy 

They are prescribed hearing aids by an audiologist.

Other children/ adults may report the CYP as having ‘selective’ hearing, be daydreaming or not paying attention to others.

The CYP:

• is generally making expected progress in most areas of the curriculum.
• may have a slight delay in vocabulary development and literacy skills.
• may seem more dependent on cues from others in the class before engaging in an activity.
• may find it difficult to listen and attend if there is background noise, especially in group situations.
• may experience auditory fatigue and appear to lack concentration.
• may require some adjustments to support access to examinations (e.g., being seated at the front of the room in a position where they can hear and see the exams invigilator).

The CYP has a diagnosed vision impairment or presents with similar visual behaviours. These will typically align to the mild visual loss criterion as provided by NatSIP.

They will have access to a QTVI from the Vision Impairment Service who will provide and support with the appropriate recommendations. They will typically visit once or twice a year. 

The CYP may:

• struggle to access standard print materials.
• use modified print curriculum materials which includes the removal of visual clutter, increased clarity and high contrast.
• use modified print assessment materials for internal tests, statutory tests and statutory checks.
• have difficulties with perceiving depth, position, distance and speed in a variety of different environments.
• be affected by lighting levels (glare, low lighting levels), inside, outside and when moving between areas of different lighting.
• struggle to navigate in busy and/or unfamiliar environments.
• need additional support at points of transition.
• take additional time to develop their gross and fine motor skills in line with their age and stage.
• have difficulties with focusing, tracking, scanning and vision-motor integration.
• suffer from visual fatigue and require visual rest breaks.
• adopt a particular head position, turn or tilt.
• have a reduced visual field.
• need support for preparation for adulthood (secondary).

The CYP has a defined physical or medical condition that requires regular intervention, e.g., physiotherapy, occupational therapy, diabetes. 

The CYP may:

• have a long-term, non-life limiting, medical condition that is either self-managed or supported/monitored by staff on a regular basis, including the administration of routine medication and self-care.
• have physical needs that require some specialist equipment, e.g., Ankle Foot Orthosis (AFOs), walker, wheelchair, handrails and ramps, but needs little adult support.
• have some gross motor and/or spatial orientation difficulties.
• need access to technology (e.g., Clicker, Dictaphone, laptop) to support recording of work or aid communication, including assistive and argumentative communication aids (AAC), e.g., simple switches (BIGmac switch).
• need access to specific items of small equipment if conditions have resulted in fine motor difficulties, e.g., adapted scissors, rulers, pens, compass, anti-slip mat, writing slope.
• participate in most/all activities but at a slower pace than peers or show signs of increasing fatigue during the school day due to conditions affecting muscles (e.g., Cerebral Palsy).
• have a disability that may lead to frustration, low self-esteem, mental and emotional health and well-being health issues and experience vulnerability to bullying. This may impact upon motivation and attitudes to learning at school.
• respond differently to sensory feedback which leads to difficulties with daily sensory inputs, e.g., difficulties with writing or drawing.
• require some assistance to move with safety around the environment and with practical aspects of the curriculum (e.g., DT, PE).
• exhibit fatigue and difficulties with concentration due to their condition that has a marked effect on progress. CYP may need regular rest breaks and/ extra time to reduce mental and physical fatigue.
• need additional support in new or unfamiliar environments.
• need resources to be chosen to limit the need for manipulation. 

Progress within specific areas of the curriculum may be affected by the condition. 

Irregular sleeping pattern may impact on the CYP’s ability to access learning. 

A personalised medical, self- care and/ emergency evacuation plan may be required.